| The purpose of this study is to determine whether the vertical expansion of education (in the dimension of length and level) has become an inequality increasing force in society. The experience of the past 50 years suggests that the progressive expansion of education has not appreciably reduced inequality rooted in the economic and social spheres. A substantial literature now documents that various manifestations of inequality have persisted through time and, as this study shows, there is strong evidence that inequality has increased on several dimensions.;The first half of the paper explores the theoretical reasons behind the drive to expand the educational system. In this context, the paper analyzes the writings of Thomas Jefferson, Horace Mann, and John Dewey. The aim is to determine how each man's theory of equal educational opportunity corresponds to a particular vision of social processes, and whether a shift toward the general acceptance of a particular vision of equal opportunity may be conducive to expanding the educational system and to generating new inequalities.;Also, in analyzing the Human Capital, Job Competition, and Segmented Labor Market theories, this review points out how policy initiatives---specifically those that lead to the progressive expansion of education---may be judged as either beneficial or harmful depending upon the theoretical model that prevails at any given time.;The second half explores the empirical relationship between the expansion of education and inequality. The paper illustrates the conflict between individual and collective rationality, asserting that the acquisition of more schooling may go beyond the point at which there is a positive social return.;Through an analysis of the central features of the nation's changing industrial and occupational structure, the paper finds that both a structured change within the economy and the vertical extension of education have significantly weakened the position of the less-educated workers relative to those with advanced degrees. The evidence shows that the expansion of education does not necessarily benefit the intended beneficiaries and may in fact reduce their social and economic opportunities. The presentation here asserts that the progressive expansion of education permits the process of inequality to advance. |
